Investigation of Reading Skill Development of English Language Learners: A Two-Year Longitudinal Study
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The reading achievement of approximately 12,250 third- and fourth-grade students, measured by multiple reading curriculum-based measures, was tracked for two school years and used for longitudinal growth analyses. The current study builds on prior research regarding the achievement gap between English language learners (ELLs) and non-ELLs in two major ways: (a) comparing literacy growth, as measured by multiple reading curriculum-based measures, of both ELLs and former ELLs with non-ELLs, and (b) investigating variability in literacy growth and reading profiles among ELLs, former ELLs, and non-ELLs. Results of this study suggested that reading development patterns were not homogeneous across ELLs, former ELLs, and non-ELLs. However, struggling readers demonstrated similar reading development profiles regardless of their English proficiency. The implications for instruction and future research are discussed.